Proportion of teachers with the minimum required qualifications in in Bangladesh
Bangladesh: Proportion of teachers with the minimum required qualifications in was 63.4% in 2019. ▲ Rising
Proportion of teachers with the minimum required qualifications in in Bangladesh, 1998–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Bangladesh recorded 63.4% for proportion of teachers with the minimum required qualifications in in 2019. That is the highest value across all 15 years on record.
The figure is up 13.6% on the previous year and up 48.4% over ten years.
Over the whole period, proportion of teachers with the minimum required qualifications in in Bangladesh peaked at 63.4% in 2019 and was at its lowest, 17.0%, in 1998.
Bangladesh ranks 35th of 44 countries on this measure, in the bottom quarter.
The long-run direction has been consistently rising across the 15 years of available data.
Proportion of teachers with the minimum required qualifications in in Bangladesh, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 17.0% | — |
| 1999 | 19.2% | +12.9% |
| 2000 | 21.2% | +10.2% |
| 2001 | 20.5% | -3.0% |
| 2002 | 20.7% | +1.0% |
| 2003 | 25.4% | +22.4% |
| 2004 | 25.2% | -0.8% |
| 2007 | 34.6% | +37.4% |
| 2008 | 42.9% | +24.0% |
| 2009 | 42.7% | -0.4% |
| 2011 | 48.4% | +13.4% |
| 2012 | 52.6% | +8.6% |
| 2013 | 56.8% | +7.9% |
| 2016 | 55.8% | -1.7% |
| 2019 | 63.4% | +13.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 18.1% | 17.0% | 19.2% | 2 |
| 2000s | 29.1% | 20.5% | 42.9% | 8 |
| 2010s | 55.4% | 48.4% | 63.4% | 5 |
Countries ranked near Bangladesh
- 32 Sierra Leone 74.3% compare
- 33 Ecuador 64.3% compare
- 34 Saint Lucia 63.6% compare
- 36 Sudan 61.3% compare
- 37 Saint Vincent and the Grenadines 60.0% compare
- 38 Nicaragua 55.6% compare
More education data for Bangladesh
- Theoretical duration of pre-primary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (pre-primary to post-secondary non) 0.0494 % change on previous year (2025)
- Theoretical duration of lower secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of secondary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (tertiary education), gaps filled 2,023 tertiary education (2024)
- Start of the academic school year (tertiary education), annual growth 0.0495 % change on previous year (2024)
- Primary education, teachers, gaps filled 383,624 (2024)
- Duration of pre primary education, annual growth rate 0 % change on previous year (2025)
- Duration of pre-primary education 3 years (2025)
Frequently asked questions
- What is proportion of teachers with the minimum required qualifications in in Bangladesh?
- Proportion of teachers with the minimum required qualifications in in Bangladesh was 63.4% in 2019, according to UNESCO Institute for Statistics.
- What is the highest proportion of teachers with the minimum required qualifications in recorded in Bangladesh?
- The highest recorded value was 63.4% in 2019.
- What is the lowest proportion of teachers with the minimum required qualifications in recorded in Bangladesh?
- The lowest recorded value was 17.0% in 1998.
- How does Bangladesh rank for proportion of teachers with the minimum required qualifications in?
- Bangladesh ranks 35th out of 44 countries with data for 2019.
- Is proportion of teachers with the minimum required qualifications in rising or falling in Bangladesh?
- Over the last ten years it is up 48.4%. The long-run trend across the full record is rising.
- Where does this Bangladesh data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Proportion of teachers with the minimum required qualifications in upper secondary education, male (%). Statizoid updates them automatically from the source API.
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About this data
Number of male teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of male teachers at the upper secondary level.